Transition to Primary School: It’s About More Than ABCs and 123s
Starting primary school is a big transition.
New classrooms. New people. New routines. A bigger playground. Lunchboxes to open. Bags to remember. Instructions to follow. Friends to find.
For children and their families there can be a lot to take in.
As Prep approaches, it’s easy to focus on whether your child can write their name, recognise letters or count.
But being ready for the transition to school is about so much more than academic skills.
At Flying Start, we like to think about the whole child: their communication, independence, movement, relationships, regulation and ability to participate in everyday routines.
And importantly, we don't expect every child to arrive at school doing these things in exactly the same way.
What does being “school ready” actually mean?
Perhaps we need to think differently about school readiness.
Instead of only asking:
“Is my child ready for school?”
we can also ask:
“What does my child need to participate, feel safe and belong at school?”
A positive transition is a shared process between the child, their family, kinder, school and, where involved, other professionals.
Victoria's approach to transition reflects this. It emphasises relationships, continuity of learning, children's perspectives and early collaborative planning where additional support is needed.
So, rather than working through a list of things your child should be able to do, let's look at some skills and supports that can make everyday school life a little easier.
1. Independence in everyday routines
Think about a typical morning at school.
Your child might need to find their classroom, put their bag away, take out their drink bottle, manage their jumper, open their lunchbox, use the bathroom and pack everything up again later.
That's a lot of little steps!
The good news? These are skills children can practise through ordinary family life.
An OT tip: practise the actual task
Rather than doing special “school readiness” exercises, practise the real activities your child will encounter.
Try:
taking a jumper on and off
opening and closing their school bag
recognising their belongings
opening their lunchbox and food containers
peeling a banana or opening familiar packaging
opening and closing their drink bottle
going to the toilet and managing clothing
washing and drying hands
packing things away.
Don't rush to help
When we're busy, it's tempting to say, “Here, I'll do it.”
Instead, give your child a little more processing and problem-solving time.
If they get stuck, try helping with one part rather than completing the whole task.
Open the corner of the packet rather than opening it completely. Hold the lunchbox while they work the latch. Start the zip and let them finish.
We're aiming for supported independence, not perfection.
2. Communication: more than talking
One of the most useful skills at school is being able to communicate:
I need help.
I don't understand.
I need a break.
Can I play?
No thank you.
I'm finished.
Communication doesn't have to mean spoken language.
Children may communicate through speech, gesture, facial expression, sign, visuals or AAC.
What matters is that they have a way to communicate — and people around them who recognise and respond to it.
A Speech Pathologist tip: practise asking for help
Create natural opportunities at home for your child to communicate when something isn't working.
You might deliberately give them a container they need help opening, pause during a familiar routine, or wonder aloud:
“Hmm... I wonder what we could do if we need some help?”
Rather than testing them, you're helping build a useful communication pathway they can take with them to school.
Practise clarification too
School instructions can contain a surprising amount of language.
“Put your book away, get your hat, line up at the door and wait quietly.”
That's a lot to process.
Alongside building children's ability to follow instructions, teach them that it's okay to say:
“Can you say that again?”
“What's next?”
“Can you show me?”
Asking for clarification is a valuable communication skill — not a failure to listen.
3. Make the unfamiliar more familiar
For some children, the hardest part of starting school isn't the learning.
It's not knowing what is going to happen.
Where will I put my bag?
Where is the toilet?
Who will my teacher be?
Where will my parent/carer go?
What happens at lunchtime?
What does the bell mean?
What happens after school?
Predictability can reduce the load of a new environment.
A therapist tip: preview rather than promise
If your school offers orientation sessions, use them.
Walk past the school. Look at photos together. Practise the journey. Find the gate you'll use.
Notice the playground and toilets if they're accessible during orientation.
Social stories to help understand and familiarise yourself with the school can be really helpful. It can be worth asking the school if they have one you can access. These stories stating facts and providing information to help prepare a child on a new experience gives predictability without putting pressure on your child to feel excited.
4. Regulation: think about the demands of the whole day
School can be noisy, busy and unpredictable.
There are bells, other children, group activities, sitting, moving, waiting, listening, playgrounds, transitions and many new expectations.
A child who manages beautifully for the first few hours may arrive home completely exhausted.
That doesn't necessarily mean something has “gone wrong”.
An OT tip: know your child's regulation clues
Before school begins, start noticing:
What does my child look like when they're coping well?
And:
What are the early signs that things are becoming too much?
Perhaps they become quieter. More active. More rigid. Silly. Tearful. Clingy. They might seek movement or withdraw from interaction.
Then think about what genuinely helps.
It might be:
movement
heavy work
quiet time
predictable routines
visual information
reduced language
lowered expectations
familiar sensory tools
connection with an adult
time alone
food and hydration.
This information can be incredibly valuable to share with your child's new teacher.
5. Practise transitions not just activities
At school, children don't simply complete tasks.
They constantly transition between them.
Play stops. Pack-up begins.
The class moves outside.
Lunch finishes.
A favourite activity ends.
Everyone lines up.
For some children, these transitions take considerably more energy than the activity itself.
Try this at home
Build predictable transition language into everyday routines:
“First shoes, then outside.”
“Two more turns, then bath.”
“Lunch is finished. Next we're packing the lunchbox away.”
Some children benefit from visual schedules, timers or warnings. Others find countdowns stressful and do better with a clear visual showing what is happening next.
The important question isn't “Which strategy should every child use?”
It's:
“What information helps my child understand what's happening next?”
6. Playing and connecting with other children
Friendship doesn't require every child to be highly social.
Some children love large-group play. Others prefer one friend, parallel play or connecting through a shared interest.
Peer interaction nevertheless creates valuable opportunities for children to practise communication, negotiation, problem-solving and understanding other people's ideas.
A Speech Pathologist tip: make joining play concrete
“Go make some friends” is incredibly broad and overwhelming.
Instead, practise a few options:
“Can I play?”
“What are you building?”
“Can I have a turn?”
Or show your child how they might join by doing something related to the existing play.
For children who find peer interaction more difficult, adults can help create smaller, structured opportunities around shared interests.
7. Fine motor skills: think function before handwriting
Yes, children will use pencils at school.
But hands do much more than handwriting.
Children use them to manage clothing, open containers, turn pages, build, cut, draw, manipulate classroom materials and look after their belongings.
An OT tip: build hands through play
You don't need handwriting worksheets.
Try:
LEGO® and construction
playdough
drawing and colouring
craft
stickers
threading
puzzles
tongs and tweezers
cooking
gardening
using scissors
helping with household jobs.
These activities build strength, coordination and dexterity while still being meaningful and enjoyable.
8. Don't forget movement
School readiness isn't all happening at a desk.
Children need opportunities to run, climb, balance, jump, carry, navigate spaces and develop confidence moving their bodies.
Consider a child's ability to navigate unfamiliar environments, playground equipment, obstacles and different physical spaces alongside more traditional readiness skills.
So go to the playground.
Climb.
Ride.
Kick a ball.
Walk along the beach.
Carry the shopping.
Play chasey.
Enroll in something more structured like a gymnastics class.
Movement supports participation too.
9. Let your child have a voice in the transition
Ask your child what they're thinking about school.
Not just:
“Are you excited?”
Try:
“What are you wondering about?”
“What do you want your teacher to know about you?”
“What's something you really like doing?”
“Is there anything about school you're not sure about?”
“What helps when something feels tricky?”
Providing children with the opportunity to have a say about what is important to them can be an effective transition practice.
Their answers might surprise you.
10. Share what works, not just what is difficult
Your child's new teacher doesn't only need a list of challenges.
Tell them:
What does your child love?
What motivates them?
How do they communicate when they're comfortable?
What helps them understand instructions?
What helps when they're overwhelmed?
What makes transitions easier?
What interests can a teacher use to build connection?
Transition Learning and Development Statement (TLDS) are completed by Early childhood teachers and educators each year, where they typically write and complete the statement in Term 4 (October/November) for every child transitioning from a funded kindergarten program to primary school. Educators in non-funded services are also encouraged to complete them. The TLDS shares children's abilities, approaches to learning, interests and useful strategies with their future school and is intended to support continuity of learning, not operate as a report card.
For children with disability, developmental delay or diverse learning needs, transition planning can also begin earlier so families, educators, schools and other professionals have time to collaborate.
Support your child to write/create an ‘about me’ letter to share with their new teacher and school – here are some ideas on what to include in the letter:
“Things I love,”
“This is how I communicate,”
“This is how I learn best,”
“When I need help you might notice…,”
“Things that help me feel calm and ready,”
“Things I find tricky,”
“How you can help me with change,”
“How I like to play and connect,”
“Things I can do independently,”
“Things I might need help with,” and
“Three things I really want my teacher to know about me.”
And one final therapist tip: don't spend the summer “getting ready”
You don't need to turn December and January into a six-week school preparation program.
Keep playing.
Keep reading together.
Go outside.
Visit the playground.
Practise the lunchbox occasionally.
Let your child help pack their bag.
Talk about school when it naturally comes up.
And enjoy the holidays.
Children learn through relationships, play, movement, communication and everyday experiences.
Starting school is a transition, not an exam.
What if my child isn't doing some of these things yet?
That's useful information, not a reason to panic.
Think about what your child can already do, what they're beginning to develop and what supports make participation easier.
Talk with your child's kinder educator. They see your child in a group environment and can offer valuable insight.
Your child's Transition Learning and Development Statement (TLDS) is another opportunity to share their strengths, interests, approaches to learning and strategies that support them with their new school.
And if your child already works with an Occupational Therapist, Speech Pathologist or other professional, talk with them about the transition too.
The question isn't:
“How do we make this child ready enough for school?”
It's:
“What can we put around this child to help them participate, belong and continue learning?”
How can Flying Start help?
Our experienced therapists can help families understand their child's strengths and support needs as they prepare for primary school.
Depending on your child, this might include support with:
Communication
Independence (including toileting)
Fine and gross motor development
Sensory needs
Regulation
Play and peer interaction
Routines and transitions
Early literacy foundations
Participation in the school environment
We can also work alongside kindergartens and educators, including through School Readiness Funding where appropriate, to build educator capability and support transition-to-school practices. Flying Start's existing SRF offering includes Transition to Prep and can incorporate observation during transition sessions.
Starting school soon?
You don't need to wait until something becomes a problem.
If you're wondering how your child is going with the everyday skills involved in starting school, start a conversation with the Flying Start team.
We can help you understand what's already working, what may need a little more support and how to make the transition feel more manageable for your child and family.
Comments